Immediate and drastic changes took place the spring and summer of 1999. I gave up my part-time job, sold our acreage and relocated to Wetaskiwin, Alberta, in September. I prayed to God to please help me find a new purpose for my extra time and energy.
A thought emerged to help grade-ones learn how to read! I recalled how difficult my grade one experience was when I could not speak English. I remembered the shame and humiliation I felt when I was strapped because I could not read. I thought through my new-found inspiration. Later that day, we were in the principal’s office of Sacred Heart School and I expressed my desire. The principal, Mr. Simms, replied, “I could use 25 more like you.” One week later in the school year of 1999-2000, I embarked on my mission!
Now, I’m well into my 18th continuous year in the grade one class of Mrs Zoria Verhegge, who is a caring, talented, and highly professional teacher.
Let me share my one-hour daily routine, starting with checking in at the office. Next, I’m welcomed by the teacher(s) and students as Grandma Rose. After singing Oh Canada and partaking in daily prayers, Mrs V. would update me on any current information. Each day, I work with two students, so I take the next two pupils on the roster one at a time. I spend about 20 minutes with each on a one-to-one basis. Enroute to our ‘room’, we pass a bank of lockers displaying the even numbers. I cover the numbers, and the child counts by 2 to 100. Once at our desk, we open our word work to show the ten new spelling words. The child will read as best they can. We then talk about each word, use it in a sentence, and print them on a whiteboard. Next, the words are covered and erased if spelt correctly by the student. They are delighted when the board is totally cleared. Lastly, the words are neatly printed in their workbook. This child is praised for their efforts and receives a sticker. By mid-January, several pupils are able to make simple sentences that are kept in a separate scribbler.
Back in the classroom, Mrs V. often asks me random questions, reflecting on my experience as a mother and grandmother. These questions contribute to classroom discussions. My presence is helpful in another aspect because some children don’t have a “grandmother” figure in their lives. Then…times up! I bid them goodbye for another day. I check out, and as I walk to the exit, I thank God for such a safe and caring Catholic school, where I have the privilege of helping some children learn to read.
I continue to volunteer with a vested interest because the more I pour into this service, the more healing I receive for my personal juvenile trauma. Truly a win-win situation.
Catholic Pastoral Centre Staff and Guest Writers